Transcript Inclusive Education - CRY America

Inclusive Education
Inclusive Education (IE).
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It has been substantially
proven that it is critical for
children with disability to
have come facilities and
provisions as normal
children.
“Understanding and
tolerance would reduce
fear and rejection.”
“Children learn best from
peer interactions”.
The IDEA…!
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Awareness & sensitivity to
differences, will only be
possible if all a children
live, learn & play together
& understanding sharing &
collaboration.
Inclusive Education is
therefore, a whole
education system
development, each
enriching the other.
“Every child under 18 has
a right to Education”
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The Indian Equal Opportunities and Right
of Persons with Disabilities Act 1995, rule
26, speaks about free education of children
with disabilities up to the age of 18 years in
an appropriate environment. There is no
specific mention of IE in the Act.
Equal Opportunities , Protection of Rights
and Full Participation Act was initiated in
1995 and implemented in 1998
PWD Act 1995
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The Persons with Disabilities Act 1995 (PWD Act-Equal
Opportunities, Protection of Rights and Full Participation)
promotes the integration of disabled children into normal
schools.
Government should formulate schemes to provide part-time
classes, non-formal education and education through open
schools and universities for children with special needs.
A comprehensive scheme with transport facilities, free books,
uniforms and other materials, schools without architectural
barriers, that provide a restructured curriculum, a modified
examination system as well as scholarships for the benefit of
these children.
Ankur has a low
student to teacher ratio
Initiatives Required…
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A structural change needed to include
children with disabilities in order to put their
Acts of Legislation into place.
Education aids, toys.
Inclusive classrooms in community, State,
Municipal & private schools.
Special training given to general teachers &
angadwadi.
Teacher Training…
Questions of Morality?
Should society adapt to children with
disabilities rather than them having to be
normalized?
 Should children with disabilities be
educated in mainstream schools
(mainstream playgroups/nursery, Ed in
ordinary schools & colleges)?
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Should appropriate support be provided to
them for this purpose?
Is it mandatory for children with disabilities
to be included into regular schools?
Does segregation restrict understanding of
each other?
Are segregatory practices a violation of
human rights?
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Should they be kept out and be sent to
special school, live in special residential
places?
Does “home based work” with disabled
children become a Human Rights
violation?
Would students with “special training
needs” be qualified as severely disabled
or is it the society making him/her
disabled.
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Govt & doctors insist
of label of IQ scores.
Should they be
accounted for while
judging if a child with
disability be under
inclusive/excusive
strategy?
Community Initiative in
Inclusive Education (CIIE)
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A 3 month certificate
course which aims to
prepare participants to
be management
personnel.
Enabling them to run,
plan and train others
to run community
disability services.
What has been happening…
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The associations that are conveyed construct the
disabled as objects of pity and charity coupled
with images of deviance, treachery, evil behavior
and villainy.
Another set of images portrays the disabled as
capable of heroic efforts that result in overcoming
the disability, setting an exemplary standard for
others to follow.
The objective of all these images is to posit
disability as an oppositional category of normality.
Classification
of Disability
Disability is associated
with:
 Locomoter
 Vision
 Hearing
 Intellectual functioning
What % would qualify is
very subjective.
Understanding IE
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Of the 200 million children in the 6-14 years age group,
approximate by 12 million are children with special needs
(about 6%) . A study conducted by the District Primary
Education Programme (DPEP) shows that only a million of
these children are attending school (10%). A study in Tamil
Nadu, conducted by the Spastics Society shows an average
of six disabled children , per school in the state.
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Around 40% are not able to complete 5 years of basic ed,
20% leave before completing further 3 years of free and
compulsory schooling as mandated by the Constitution (Amar
Jyothi 2002)
India is either a signatory/has participated
in the following:
Salamanca declaration
UNESCO
Imp issues that need to be addressed by the Govt., NGOs, and Civil
societies to understand legal rights for children with disabilities and
see if they are actually protected – what proportion goes to school and
how many stay at home or in institutions deprived of child’s right to
education, protection, play, health, family bond and alone. NGOs are
mail service providers in the disability sector in India.
Govt policy in India
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To provide compulsory & free education to all
children up to age of 14 years & focus on
marginalized groups such as children with
disability, working children, girl child…*
The dimension of inclusive education includes :
creating inclusive cultures; producing inclusive
policies & evolving inclusive practices.
Pre-requisites – teacher training in inclusive
practices, accessible schools, child friendly
curriculum, material, methodology, evaluation
systems, partnership with families & community.
Rule 6 of the UN Standard Rules
for Persons with Disabilities
states:
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‘States should recognize the principle of equal primary,
secondary and tertiary educational opportunities for children,
youth and adults with disabilities in integrated settings. They
should ensure that the education of persons with disabilities
is an integral part of the educational system. General
education authorities are responsible for the education of
persons with disabilities in integrated settings. Education for
persons with disabilities should form an integral part of
national educational planning, curriculum development and
school organization.’
The Indian ‘Equal Opportunities and Rights of Persons with
Disabilities ACT’ 1995, rule 26, speak about the’ education of
children with disabilities up to the age of 18 years in an
appropriate environment’
Why inclusive is different
from integrated education?
Integrated Education
The National Trust for Welfare of Persons
with Autism, Cerebral Palsy, Mental
Retardation and Multiple Disabilities Act,
No. 44 of 1999 (30th December 1999)
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The appropriate Government and the local authorities shall ensure that
every child who is faced with disability has access to free education in an
appropriate environment till he attains the age of 18 yrs.
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Integration of the children with disabilities in normal schools.
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Set up schools both under the public and private sector initiative so the the
children have access to such places.
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There should be proper vocational training.
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There should be part-time classes for those disabled children who have
completed the fifth standard but could not complete full education.
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There should be part-time classes for providing functional literacy for
children in the age group of sixteen and above.
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There should be free books and special equipments for the
children with disability.
There should also be open schools and open universities.
Classroom discussions could be conducted by way of
electronic and other media.
Non-formal education should be provided in the rural areas
by utilizing the available manpower after providing them the
requisite orientation.
Develop teachers training programmes.
Transport facilities, removal of the architectural barriers,
formatting questions for the children with visual disability etc.
Panchayat Raj Act
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As per the Indian Constitution, disability is a
state subject. Education is Concurrent
subject.
This means that state governments have
the main responsibility to develop
programmes for people with disablilities.
States disability is the responsibility of
Panchayat Raj institutiions.
The Scenario
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Education of children with disabilities in India, has moved from
segregation, special schools to integrated education. There is a
national level central government sponsored scheme called Integrated
Education of Disabled Children (IEDC). This project was started in
1980s and designed based on the experience gathered from a
UNICEF assisted pilot project called PIED (project on integrated
education of disabled children).
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In the mid-1980s many NGOs implemented this IEDC with grants from
government. of India. This project is implemented by the Ministry of
Human Resource Development.
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This is basically an itinerant resource teaching approach and one
resource teacher was given to every 8 children with special needs.
There are around 60,000 children with disabilities getting access to
education under this scheme. By and large the project is managed by
the NGO sector.
Why need to move from
IEDC?
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IEDC was heavily dependent on resource teachers in the projects
implemented by NGOs.
IEDC implemented by Government teachers had a questionable
quality because the teachers were trained only for 42 days.
In the NGO implemented IED model the quality and support to
children in rural areas was inadequate because the resource
teachers had to travel from one village to the other, often covering
long distances on foot. The time actually available for resource
teaching was inadequate.
The resource teaching approach in NGO models was also
questionable because children were either pulled out from regular
classes for resource teaching or they were asked to come before
school and stay back after school. This was not a child friendly
approach, more so for children in the 4th standard and above,
who travelled a long distance, often from neighboring villages, to
reach the school.
School reform needed to
facilitate learning
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Traditional Approach
InclusiveApproach
Education for some
Education for all
Static Flexible Collective
Individualised Teaching teaching
Learning in segregated areas Learning in Integrated areas
Emphasis on teaching
Emphasis on learning child subject-orientated
centred
Diagnostic / prescriptive
Holistic
Opportunities limited by
Equalisation of opportunities
exclusion
for all
Disability view
Curricular view
Labels children disability
Planning is made on ability levels
wise
and opposes all kinds of labelling.
Several Institutes across the
country for pedagogic
processes
National Institutes, 1 each for
 Mentally handicapped
 Hearing impaired
 Visual impaired
 Orthopedically handicapped
 Mental health
 Neuro sciences
State Council of Educational Research & Training (SCERT) in
1970 to undertake improvement in quality of education before
DPEP came into existence.
Efforts made to Increase
Educational Access
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National Institute of Educational Planning & Administration
(NIEPA) 1979
District Institutions of Education & Training (DIETS) estab
1980s & run pre-service & in-service teachers’ training
courses & to provide academic support to schools in the dist.
The Rehabilitation Council of India (RCI) Act 1992 regulates
the field of special education.
Since 2001 – International Centre for Special Needs Ed is
being set up by NCERT (National Council for Educational
Research & Training) in collaboration with UNESCO to
develop replicable models of inclusive schooling practices
available in Asia-Pacific region.
Review of IEDC
evaluation conducted by
NCERT
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Programme implemented by Govt. & NGOs has vast discrepancies
in terms of teacher training & quality of services.
Training programmes reduced from 1 yr to 45 days to 15 days &
shorter periods.
Lack in clarity whether they are awareness programmes or skill
development programmes for general teachers or training
programmes for resource teachers.
No policy exists on the roles & responsibilities of teachers at
different levels.
NCERT is making effort to evolve a framework in collaboration with
NGOs for such discrepancies.
National Open school (NOS) – bringing in flexibility in curriculum
and examination procedures. It is becoming increasingly popular
with Children with special needs.
District Primary Education
Programme (launched by
GOI with World Bank 1994)
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“The concept proposes that all children, irrespective of the nature and
degree of disability should be educated in general schools with normal
children. IE is suitable on educational, social and moral grounds. Inclusive
education makes classrooms responsive to the needs of the learner. It
stresses on child centered pedagogy using peer tutoring, co-operative
learning and group learning” - (DPEP 1997)
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15 states – DPEP being implemented have made encouraging efforts to
implement IED in:
Created infrastructure (consultants, St Projects Committees, DRGs (Dist.
Resource Groups),
IED Coordinators at St Project Off (SPO) & DPOS.
No efforts were made to promote integrated education ‘coz of lack of clarity
on inclusive ed & lack of innovations to try inclusive approaches.
Teachers need skill development strategies in inclusive ed coz that they
can benefit from ‘common classroom teaching & learning practices’.
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